Drivers’ are defined as policy and strategy levers that have the least and best chance of driving successful reform. A ‘wrong driver’ is a deliberate policy force that has little chance of achieving the desired result, while a ‘right driver’ is one that achieves better measurable results for students. John Hattie found that feedback has more effect on achievement than any other factor.

1. Four Drivers of School Reform
By
Michael Fullan

2. Wrong Drivers
1. using test results, and teacher appraisal, to
reward or punish teachers and schools
2. promoting individual vs group solutions
3.investing in and assuming that the digital
world will carry the day vs instruction;
4. fragmented strategies vs integrated or
systemic strategies

3. Instruction Should Lead Technology Data That Is Non-judgmental
United Focus On Deeper Learning

4. Visible Learning
John Hattie

5. What is Visible Learning
• Visible Learning is the result of 15 years’
research and synthesises over 800 meta-
analyses (over 50,000 studies) relating to the
influences on achievement in school-aged
students. It presents the largest ever
collection of evidence-based research into
what actually works in schools to improve
learning (and what doesn’t).

6. Meta-analysis & effect size
• The vast majority of innovations or
educational strategies can be said to “work”
because they can be shown to have a positive
effect.
• An effect size of 1.0 would improve the rate of
learning by 50% and would mean that, on
average, students receiving that treatment
would exceed 84% of students not receiving
that treatment.

7. Influences on student learning
Expectations Mastery Learning
Homework Challenge of Goals
Feedback Aims & Policies of the School
Ability Grouping Peer Tutoring
Teacher-Student Relationships

8. Diamond Nine Activity
• With a partner discuss these nine factors that
influence student achievement
• Place them in a diamond shape, in order of
how great you think their positive influence is
(on average)
• Think about why they have this effect

9. The Diamond 9 tool is
designed to help people
collectively explore
several issues by
prioritizing them
collaboratively. It
supports a focused
discussion in a relatively
short space of time.

10. Influences on student learning
Expectations Mastery Learning
Homework Challenge of Goals
Feedback Aims & Policies of the School
Ability Grouping Peer Tutoring
Teacher-Student Relationships

11. Influences on student learning
John Hattie 1999-2009 – research from 180,000
studies covering almost every method of innovation
Effect Size
Feedback 0.73
Teacher-Student Relationships 0.72
Mastery Learning 0.58
Challenge of Goals 0.56
Peer Tutoring 0.55
Expectations 0.43
Homework 0.29
Aims & Policies of the School 0.24
Ability Grouping 0.12

12. Providing Feedback

13. If feedback is so important, what
kind of feedback should be
taking place in our classrooms?
• Discuss in pairs for 2 minutes

14. “The most powerful single influence
enhancing achievement is feedback”
• Quality feedback is needed, not more feedback
• Much of the feedback provided by the teacher to
the student is not valued and not acted on
• Students with a Growth Mindset welcome
feedback and are more likely to use it to improve
their performance
• Oral feedback is much more effective than
written
• The most powerful feedback is provided from
the student to the teacher

15. How could we obtain more feedback
from students?
How can we ensure we act on
this feedback to raise
achievement?
Discuss in pairs

16. Meaningful Goals

17. Setting Goals/Mastery Objective
• There is strong evidence that challenging,
achievable goals influence achievement,
provided the individual is involved in setting
them.
• Goals have a self-energizing effect if they are
appropriately challenging as they can motivate
students to exert effort in line with the
difficulty or demands of the goal.

18. reinforcing effort
through modeling
and reframing of
conceptual
awareness
using
providing
questioning to
meaningful
check for
feedback
understanding
“I must check
for student
understanding”

19. Checking for Understanding
• using questioning to check for understanding
• providing meaningful feedback
• reinforcing effort by reframing of conceptual
awareness on specific learning goals

20. Summary of Feedback

21. feedback must be informative rather
than evaluative.
• Achievement is enhanced to the degree that
students and teachers set and communicate
appropriate, specific and challenging goals
• Achievement is enhanced as a function of
feedback, using questioning of formative
assessments
• Increases in student learning involves not only
surface and deep learning but also a reframing
conceptual awareness through meta-cognitive
principles in teaching.